Preservice Secondary Mathematics Teachers' Ways to Support Learning with Multiple Representations in Their Lesson Plans

This research aimed to determine how preservice secondary mathematics teachers supported students learning with multiple representations in their lesson plans. Participants were nine preservice secondary mathematics teachers who prepared lesson plans at the end of a 14 week mathematics methods course at a public university in Turkiye. The primary data source was the participants' lesson plans. Semi-structured interviews were conducted with each participant regarding the details of their lesson plans. The analytic framework for meaningfulness in representational fluency was used as a lens to analyze the data. Findings revealed that the preservice teachers enriched their lesson plans with contextual, physical, verbal, visual, and symbolic representations. However, their support for students to develop representational fluency in lesson plans was limited to transpositions and translations. The preservice teachers neglected to include planning steps that would prompt students to articulate an invariant mathematical feature across multiple representations by making connections.